Sowing and Nurturing…
Sowing and nurturing Seeds of Inclusion: Equity, Diversity, and Inclusion in Initial Teacher Education in Ireland
Joanne O’Flaherty1, 2, Dylan Scanlon3
1School of Education, University of Limerick, Republic of Ireland
2Ubuntu Network, School of Education, University of Limerick, Republic of Ireland
3School of Education, Deakin University, Melbourne, Australia.
Equity, diversity, and inclusion (EDI) are foundational to building a just and progressive education system. In Ireland, initial teacher education (ITE) is positioned within a supportive legislative and policy framework, offering fertile ground for transformative EDI work. This piece explores the policies shaping EDI in Irish ITE and the pivotal role of teacher educators (TEs) in translating these ideals into practice.
A Policy Landscape Committed to EDI
Ireland’s commitment to EDI is firmly embedded in its educational policy. The Teaching Council’s Céim: Standards for Initial Teacher Education (2020) mandates “Inclusive Education” and “Global Citizenship Education” (GCE) as essential components of all ITE programmes. The Council’s Strategic Plan 2022–2027 furthers this by promoting a vision of “Teaching and Learning for All,” placing equality and inclusion at the heart of teacher education. These documents are bolstered by the Code of Professional Conduct for Teachers (2016), which advocates for the accommodation of diversity in all forms, including gender, ability, and socio-economic status. National legislation, such as the Equal Status Act (GoI, 2000) and the Education Act (GoI, 1998), reinforces these commitments, mandating non-discrimination and equal access to education. Together, they establish a robust foundation for embedding EDI in ITE, ensuring it is not an isolated concern but a systemic priority [Ed-Ted Ireland Narrative].
Institutions as Drivers of Inclusive Practice
Higher education institutions (HEIs) are translating these policies across programmes. Many institutions have established dedicated Equity, Diversity, and Inclusion (EDI) offices and adopted frameworks such as Universal Design for Learning (UDL) to support inclusive pedagogical practices. These structures ensure that EDI principles are not just ideals but actionable components of ITE programmes. ITE curricula often include modules on the sociology of education and inclusive teaching practices, equipping pre-service teachers (PSTs) with tools to understand and address classroom diversity. School placements, considered the fulcrum of ITE, provide PSTs with opportunities to navigate diverse classroom environments, from DEIS schools to settings with significant linguistic or cultural diversity [Céim Standards]. Irish ITE programmes centre reflective practice as a key component in preparing PSTs to embrace EDI. Through methods such as story-sharing, case studies, and project-based learning, PSTs explore their own biases, build empathy, and deepen cultural awareness [Ed-Ted Ireland Narrative]. Engaging in professional dialogue and using lived experiences as learning resources supports future educators understand the complexities of identity and inclusion. Assessment criteria during school placements increasingly reflect EDI priorities, including cultural sensitivity and differentiated instruction, ensuring these values are embedded in daily teaching practice.
Teacher Educators as Policy Enactors
Teacher educators (TEs) play a crucial role in bringing EDI policies to life. As both pedagogical guides and reflective practitioners, they model inclusive teaching and help shape the professional identities of future teachers. Their dual role – as educators and interpreters of policy – positions them as key actors in enacting systemic change. They also occupy a complex positionality within the broader landscape of educational policy and social justice advocacy. As key policy actors, TEs are tasked with interpreting and enacting policy mandates within ITE programmes, shaping pedagogical experiences and assessments for PSTs. This role places them at the heart of governmentality in education, where they are both influencers and subjects of policy frameworks, engaging in self-configuration while navigating external mandates. The neoliberal pressures and market-driven rationalities within academia often conflict with the critical, emancipatory goals of EDI. As a response, fostering dialogic, affective spaces within professional associations can help TEs resist isolation, collaboratively redefine their roles, and engage meaningfully with social justice imperatives (see O’Gallchoir et al., 2025).
While progress is evident, challenges remain. Time constraints, inconsistent EDI interpretations among TEs, and unequal institutional resources can hinder the full realisation of inclusive goals. Yet, Ireland’s ongoing investments – such as longitudinal research initiatives by the Teaching Council and Department of Education – demonstrate a strong commitment to continuous improvement. Irish ITE offers a promising site for EDI advancement. Through collaboration, reflective practice, and strong policy support, the sector is equipping future educators to meet the needs of increasingly diverse classrooms. Realising this potential will require continued investment in professional learning, institutional alignment, and sustained advocacy for equity. The seeds of inclusion are already sown – now is the time to nurture them into lasting change.
References
GoI, Government of Ireland, (2000). Equal Status Act. Dublin: Government of Ireland.
GoI, Government of Ireland, (1998). Education Act. Dublin: Government of Ireland.
Teaching Council of Ireland (2021). Teaching Council Strategic Plan 2022-2027. Maynooth: Teaching Council of Ireland
Teaching Council of Ireland. (2020). Céim: Standards for Initial Teacher Education. Maynooth: Teaching Council of Ireland.
Teaching Council of Ireland. (2016). Code of Professional Conduct. Maynooth: Teaching Council of Ireland.